This year, the Special Education Department is working toward a district goal of improving students’ vocabulary. The goal that the district has set is “By 2017, 70% of students in grades 2-10 will demonstrate improvement in vocabulary skills by one point as measured by the MAPs assessment. This goal will be an ongoing goal until 2020.”
The following list contains the words that all elementary resource teachers are introducing and teaching our students that are currently on IEPs for academic assistance. One word is taught and reviewed each week. Students take both a pretest at the beginning of the quarter, and take a posttest at the end of the quarter over those same words, to see if they have been able to learn and understand those vocabulary words for that quarter.
|
1st. Grade |
2nd. Grade |
3rd. Grade |
4th Grade |
||||
|
1. |
gentle |
1. |
alert |
1. |
aware |
1. |
analyze |
|
2. |
fewer |
2. |
angle |
2. |
difference |
2. |
acute angle |
|
3. |
soon |
3. |
classify |
3. |
boast |
3. |
atlas |
|
4. |
near |
4. |
area |
4. |
digit |
4. |
obtuse angle |
|
5. |
behind |
5. |
enough |
5. |
weary |
5. |
barter |
|
6. |
subtraction |
6. |
closest |
6. |
division |
6. |
capacity |
|
7. |
blame |
7. |
rare |
7. |
amuse |
7. |
glimpse |
|
8. |
addition |
8. |
congruent |
8. |
fact |
8. |
equivalent |
|
9. |
chance |
9. |
wander |
9. |
churn |
9. |
quiver |
|
10. |
minus |
10. |
dozen |
10. |
intersect |
10. |
expanded form |
|
11. |
fancy |
11. |
brook |
11. |
mutter |
11. |
contrast |
|
12. |
ordinal number |
12. |
estimate |
12. |
operation |
12. |
multiple |
|
13. |
rush |
13. |
cellar |
13. |
gulp |
13. |
array |
|
14. |
prediction |
14. |
foot |
14. |
parallel |
14. |
negative |
|
15. |
stare |
15. |
bandit |
15. |
creep |
15. |
diminish |
|
16. |
similarity |
16. |
height |
16. |
percent |
16. |
pentagon |
|
17. |
tattle |
17. |
fowl |
17. |
indicate |
17. |
absolutely |
|
18. |
sum |
18. |
odd |
18. |
perpendicular |
18. |
probability |
|
19. |
fewer |
19. |
annoy |
19. |
buoy |
19. |
ajar |
|
20. |
coins |
20. |
even |
20. |
product |
20. |
volume |
|
21. |
near |
21. |
blot |
21. |
seize |
21. |
condense |
|
22. |
distance |
22. |
solve |
22. |
weight |
22. |
statement |
|
23. |
over |
23. |
corral |
23. |
babble |
23. |
cringe |
|
24. |
graph |
24. |
yard |
24. |
vertical |
24. |
standard form |
|
25. |
edge |
25. |
desire |
25. |
approximate |
25. |
cease |
|
26. |
group |
26. |
round |
26. |
symbol |
26. |
trapezoid |
|
27. |
center |
27. |
dread |
27. |
tether |
27. |
coax |
|
28. |
length |
28. |
order |
28. |
surface |
28. |
persuade |
|
29. |
flap |
29. |
errand |
29. |
chant |
29. |
flimsy |
|
30. |
pattern |
30. |
mile |
30. |
prism |
30. |
mode |
|
31. |
limit |
31. |
fib |
31. |
almanac |
31. |
linger |
|
32. |
direction |
32. |
meter |
32. |
ray |
32. |
random |
|
33. |
soak |
33. |
heap |
33. |
cinder |
33. |
ornate |
|
34. |
temperature |
34. |
liter |
34. |
prime number |
34. |
quadrilateral |
|
35. |
trot |
35. |
limb |
35. |
interpret |
35. |
merit |
|
36. |
decrease |
36. |
data |
36. |
polygon |
36. |
origin |
The method of instruction for these vocabulary words is Marzano’s Six Step Process to Teaching Academic Vocabulary. The process is as follows:
1. Provide a description, explanation, or example of the new term. (Include a non-linguistic representation of the term for ESL kids.)
2. Ask students to restate the description, explanation, or example in their own words. (Allow students whose primary existing knowledge base is still in their native language to write in it.)
3. Ask students to construct a picture, symbol, or graphic representing the word.
4. Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.
5. Periodically ask students to discuss the terms with one another. (Allow in native language when appropriate)
6. Involve students periodically in games that allow them to play with terms.
